G228. Michael Faraday ( )

Transcription

1 Technicians and their jobs G228 December 2002 (updated August 2009) G228 December 2002 (August 2009) Technicians and their jobs Michael Faraday (79-867) Born on 22 nd September 79, Faraday read many books and became fascinated by science whilst working as an apprentice bookbinder. He wrote to Sir Humphry Davy at the Royal Institution asking for a job. On st March 83 he was appointed laboratory assistant at the Royal Institution. There he immersed himself in the study of chemistry becoming a skilled analytical chemist. Supporting practical science & technology -in schools and colleges

2 Strictly confidential - Circulation to Members and Associates only As with all CLEAPSS materials, members and associates are free to copy all or part of this guide for use in their own establishments. CLEAPSS The Gardiner Building, Brunel Science Park Kingston Lane, Uxbridge UB8 3PQ Tel: , Fax: CLEAPSS 2009 Web site:

3 Endorsements "This new guide is an important development for school technicians. A proper career structure will help develop a well-trained, professional technician workforce, which will support teachers in their drive to raise the quality of science education and make it more exciting and appealing to young people. Science technicians have a key role to play in our school laboratories and science curriculum and I hope this CLEAPSS guide helps to raise their profile." Margaret Hodge MBE, MP Minister of State for Lifelong Learning and Higher Education "Technicians are a vital part of any science department and are highly valued by staff and students. But the essential contribution that technicians make to science education has not, until now, been widely recognised outside the science department. This CLEAPSS Guide gives a clear message to managers in schools and colleges, to LEAs and to government that it is time for change. And it cannot come too soon." Dr Ian Gibson MP Chair; House of Commons Select Committee on Science and Technology "Technicians are clearly essential to high-quality science education in this country. Yet, despite their vital role, for many years the contribution and professionalism of technicians have gone unrecognised outside school science departments. Fortunately, things now seem to be changing. Following the Royal Society/ ASE reports on technicians' working conditions, others have added their support - particularly Sir Gareth Robert's review team and the House of Commons Science & Technology Committee. This publication from CLEAPSS is a significant progression of the work and builds on its long-standing commitment to technicians and practical science. It offers realistic and pragmatic advice on the role of technicians in schools and is required reading for anyone who cares about the quality of science education in this country. I look forward to the Royal Society working in partnership with CLEAPSS to ensure that the recommendations of this comprehensive guide are progressed." Sir Alistair MacFarlane CBE, FRS, FREng Chairman, Royal Society Education Committee

4 Contents. The scope of this guide.... Introduction....2 Sources of information....3 Why this guide is necessary....4 The need for technicians How to remedy technician inconsistencies What technicians do Who knows what technicians do? The role of science technicians Technician activities Promoting what technicians do How many technicians are needed in a science department? Historical recommendations Current levels of technician provision Problems with current levels How to calculate the number of technicians needed Stating the case for levels of technician support Technician deployment and grades Deployment of technicians Grades of technicians Line management of technicians Pay The current situation Problems with current pay How much should technicians be paid? Financial implications Job descriptions The current position Problems with the current position What should be in science technicians' job descriptions? Producing a job description Core job descriptions Any other duties that may be requested Single-status job evaluation Training, skills, qualifications and experience The current position Problems with the current position What is required? Where and how to obtain training and qualifications Induction Funding for training Working conditions The current position Problems with the current position What working conditions should science technicians have? Status Recruitment The current position Problems with the current position How to recruit science technicians Temporary technicians Starting the job...56

5 . The scope of this guide. Introduction Guide G228 Technicians and their jobs This guide has been written to help promote a professional technician service in schools and colleges. By adopting the recommendations contained in this guide, schools and colleges will not only help to promote the technician service, they will also reap the rewards of improved science education opportunities for their students. It is intended for use in all schools and colleges where technicians are employed. It is mainly aimed at science technicians but may also be of value in design & technology departments and other departments where there are technicians. How to use this guide In each section of this guide, the current position regarding technicians is explained and the possible problems encountered are explored. The guide offers advice and suggests ways that some problems may be overcome. Technicians, science departments, managers and employers can use this guide, in its entirety or in selected sections, to support the case for improved technician provision in conjuction with Guide 258, Improving Technicians Conditions.2 Sources of information In July 200, the Royal Society and the Association for Science Education published the results of a national survey of science technicians in schools and colleges. In addition, they sought further evidence from heads of sciences and Ofsted inspection reports. In January 2002, The RS / ASE produced a further report containing conclusions and recommendations 2. (Both publications are available from: The Education Unit, The Royal Society, 6 Carlton House Terrace, London SW 5AG, or from: The Association for Science Education, College Lane, Hatfield AL0 9AA.) The CLEAPSS Helpline has received increasing numbers of enquiries from technicians, teachers, science advisers and others, regarding technicians conditions of service, pay, grades, training, job descriptions, duties and status. As part of the research for this guide, CLEAPSS carried out its own survey of technicians in 200 / 2002, in order to explore further some of the conclusions from the RS / ASE reports. CLEAPSS also spoke to, and sought advice from, various technician groups, science teachers, science advisers & inspectors and other science education professionals and visited a number of schools and colleges. The information from these sources, together with government and Ofsted announcements, anecdotal evidence and the experience and expertise of CLEAPSS staff, were used in the production of this guide. 2 Survey of science technicians in schools and colleges, RS / ASE, July 200, ISBN Supporting success: Science technicians in schools and colleges, RS / ASE, January 2002, ISBN

6 .3 Why this guide is necessary It has become apparent that many aspects of science technicians jobs can vary considerably from school to school. In some schools and colleges, it appears that the science technicians are highly regarded as valuable members of the staff, not only by the science department, but also by the rest of the school or college. Some examples of good practice in some establishments are listed below. Technicians are involved in departmental decision making through regular attendance at meetings. Technicians have regular opportunities to attend short courses to update their skills. The number of technician hours is calculated using recommended formulae, taking into consideration the requirements of the science curriculum and not purely on financial grounds. The technicians in these good-example establishments often have up-to-date and relevant job descriptions and are paid at a level that reflects their skills and experience and the extra contributions that they make outside the prep room. These include, for example, advice and guidance given to NQTs, new science teachers and science teachers working outside their subject specialisms, on health & safety and practical aspects of the curriculum. In one establishment visited by CLEAPSS, it was discovered that when a new head teacher arrived at the school, he recognised the importance of the science technicians and increased the number of technician hours and the technicians pay to reflect the level of support given to the science department. Unfortunately these good examples are more often the exception rather than the rule. The conclusions from the RS / ASE survey were that working conditions and the perception of the work of technicians can vary considerably from school to school and LA to LA. Until recently, technicians generally have been isolated from those in other schools and colleges and have therefore been unaware of others working conditions, pay, grades etc. However, technicians have now begun to appreciate the inconsistencies in their jobs, as a result of increasing contact with other technicians through meetings, user groups, informal contacts whilst attending short courses, CLEAPSS advice and guidance on technicians and their jobs, the ASE and Scitech technician discussion groups. Some technicians and science departments are frustrated that they are sometimes regarded less well than colleagues in other schools and colleges. They sometimes feel undervalued and may complain that, outside the science department, colleagues do not know what they do. They often feel that the rest of the school community sees them as washers up and helpers for the science teachers. Science departments know that technicians can make a unique contribution to the learning opportunities available to students, but technicians often feel that their contributions are not recognised by the school as a whole. Technicians are sometimes dissatisfied for the following reasons. Their job descriptions vary considerably from LA to LA and even in schools within the same LA. Independent schools often draft their own job descriptions. Sometimes it appears that non-science staff who do not know the requirements of the job have written job descriptions. They often state that they have no formal performance management or appraisal schemes implemented to assess their training needs. They also have limited opportunity for training and little access to short courses, to update their skills. Scitech is an discussion group for science technicians. This is a free service for technicians to share ideas and feel less isolated. To join the group, send a letter on school headed paper stating the name and address of the intended subscriber to: Robin & Maz, Chaucer Street, Hull, HU8 8NA. 2

7 Often there is inconsistency in the resourcing levels of technicians. Some schools and colleges have ignored the various formulae that have been recommended to calculate the number of technicians required to deliver an adequate technical service to meet educational and curriculum demands (see section 3). Instead, senior managers have sometimes reduced the level of technical support in science departments, purely as an easy option to save money in the school s overall budget without any regard for the damaging effects of this reduction. As well as inconsistencies in the number of technicians in schools and colleges, their grades and pay structures often vary from school to school and LA to LA. Technicians are often part time and/or term time only and they sometimes feel that they are on the bottom of the heap within the school staff. They often feel that other school support staff, in particular those who come into contact with all teaching staff and especially senior management, (eg, administration and ICT staff), are more highly regarded than themselves, despite the considerable specialist knowledge, experience and health & safety responsibilities that are part of their everyday duties. They feel that this has led to the assumption that being a science technician is a dead-end job instead of a professional occupation. With the varying job descriptions, pay and grade structures, technicians often state that there is little scope for career progression. In many professions, eg, teaching, after obtaining experience and qualifications, there is an opportunity for gaining promotion. This is difficult for technicians and is further exacerbated by the current lack of a recognised national medium for publicising technician vacancies. (See Section 9.3.).4 The need for technicians Science technicians have an essential role to play in current and future science education. They have considerable skill and expertise not available anywhere else. Trained and experienced technicians have a detailed knowledge of practical techniques and often greater expertise (than do the science teachers) in matters of technique, health & safety, efficiency and economy. Experienced and skilled technicians can give direct support to practical activities, offering technical advice to students and staff, and rectifying problems. They can have an effect on the resources used by the department by ensuring that a wide range of apparatus and materials is available, appropriately maintained and stored effectively. Technicians not only contribute to the health & safety, economy and efficiency of the department, but they also enable teachers to offer varied and stimulating science lessons. Recently, there has been much discussion about reducing the workloads of teachers by increasing the role of teacher assistants. Whilst technicians should not be used instead of teacher assistants, their support can help to make science teachers workloads more manageable. Inadequate levels of technician support can often be linked to underachieving science departments. The report of the House of Commons Science and Technology Committee states that: Technicians have a vital role to play in providing high quality science education.. Why should we use science practical investigations? The DfES/QCA 2 has stated that: Scientific method is about developing and evaluating explanations through experimental evidence and modelling. This is a spur to critical and creative thought.. This view is echoed by the House of Lords Select Committee on Science and Technology 3, which states: Practical work catches the imagination of the young and can excite them about science from an early age.. A recent study of pupils views on the school science 2 3 Science Education from 4 to 9, Third Report of Session , Volume, Report and Proceedings of the Committee, The Stationery Office, ISBN The National Curriculum, 999, Handbook for secondary teachers in England and Wales, The Stationery Office, ISBN Science in Schools, 200, first report, The Stationery Office, ISBN

8 curriculum confirms the opinion of science teachers that Pupils expressed a greater interest in work that included opportunities for experimentation and investigation.. The report of the House of Commons Science and Technology Committee 2 states: In our view, practical work including fieldwork is a vital part of science education. It helps students to develop their understanding of science, appreciate that science is based on evidence and acquire hands-on skills that are essential if students are to progress in science. Students should be given the opportunity to do exciting and varied experimental and investigative work.. What some heads of science say Grades improved due to more exciting practicals. Pupils were more engaged with the work and there were less behavioural problems. The technicians are essential for the smooth running of the department. They ensure that all the equipment is maintained and ready for use, enabling teachers to concentrate on teaching. Results have dramatically improved because of an increase in technician hours and the work technicians do in terms of support on field trips, project work etc. This has also reduced stress levels of teaching staff which allows for better teaching and hence achievement. Practical work and science technicians It is clear that practical work is essential in the development of scientific understanding for school and college students, can increase their interest in science and can contribute to improved examination results. Technicians have a key role to play, enabling teachers to teach exciting and varied practicals in an efficient and safe environment. In the report by Sir Gareth Roberts 3 it is stated that: Pupils learning experiences are influenced not just by the teacher but also by the environment in which the subjects are taught.. The report identifies three factors as particularly important. The quality of the laboratory and associated scientific and technical equipment. The support provided by laboratory technicians. The support and guidance that pupils have in carrying out practical work (with particular reference to the adverse effect of high pupil-to-teacher ratios). Technicians contribute to all three of these factors by providing and caring for laboratories & equipment and for the advice and guidance they give to teachers and pupils. Ofsted, in its reports of school inspections, has consistently commented on inadequacies in the number of technicians, but has invariably made positive comments about the high quality of the technicians. What some Ofsted inspection reports say These people (technicians) work under very difficult conditions yet always have the apparatus and equipment ready for lessons as if by magic, clear it away afterwards but the quality of teaching and learning would be improved if there were more laboratory technicians. There has been some improvement since the last inspection, but the quality of teaching and learning would be improved if there were more laboratory technicians. 2 3 Pupils and parents views of the school curriculum, Osborne J, & Collins S, King s College, Science Education from 4 to 9, Third Report of Session , Volume, Report and Proceedings of the Committee, The Stationery Office, ISBN Set for success, The supply of people with science, technology, engineering and mathematics skills, Sir Gareth Roberts, April

9 .5 How to remedy technician inconsistencies The RS / ASE report recommends that: there should be a national framework for technicians pay and job descriptions; a common formula should be adopted to determine the number of technician hours that schools need; technician training should be properly funded; there should be a nationally-recognised induction programme; there should be a recognised career structure; heads of science and governors should look at the way technicians are managed. This guide offers advice on matters relating to technicians and their jobs. It can be used to address some of the issues raised by the RS / ASE survey, for technicians, science departments and schools, by giving examples of the good practices and conditions that technicians already experience in some schools and colleges. It contains advice on how the recommendations from the RS / ASE report may be implemented. However, technicians, heads of science, science advisers, Ofsted inspectors and others who are aware of the value of science technicians, should actively promote, to all personnel in schools (including managers), how technicians have a vital role to play in the opportunities available for students to study and learn science more effectively. CLEAPSS recommendation CLEAPSS recommends that schools and colleges, including managers, governors and employers, recognise the need for a high-quality science technician service to support the science curriculum offered to students. 5

10 2. What technicians do 2. Who knows what technicians do? Technicians often complain that the management and staff (with the exception of those in the science department) in the establishments where they work, sometimes have very little knowledge of what they do. A significant amount of science technicians working time is spent in the prep room. Often the only school staff, other than technicians, who go into the prep room are the science teachers. Colleagues from other departments may only see the technicians occasionally in the staff room (if they have time for breaks), or at the photocopier where they may be perceived as general helpers to the science department who are lucky to have them to do the departmental photocopying. Technicians roles can therefore sometimes be misunderstood. Colleagues outside the science department, including managers and governors, sometimes wrongly see technicians as departmental administration assistants and/or classroom assistants with the additional task of washing glassware. 2.2 The role of science technicians Science technicians roles can vary considerably from school to school. In general terms, however, science technicians support the practical and technical aspects of the science curriculum by preparing, providing, maintaining, organising and managing the resources required for healthy, safe and secure, exciting practical activities to be carried out by staff and students. Technicians and classroom assistants The Government has announced that resources are to be made available for extra support staff (including technicians and classroom assistants) to work with teachers to give them more time to prepare lessons, train and think. This means that classroom assistants can support teachers by doing some of their administration work and photocopying etc, as well as supporting pupils/students in the classroom. It must be stressed that science teachers need this added support just as much as other departments in the school. CLEAPSS recommendation Technicians should not be used instead of general classroom assistants in science lessons. Technicians may be required to support pupils / students in the classroom but their role is different to that of classroom assistants in that they support practical science teaching with their specialist experience, knowledge and skills in health & safety as well as the practical aspects of the science curriculum. They should not be used to help carry out routine administration work. Grey-area tasks It is easy to recognise that making up solutions, providing science apparatus etc, is the job of a science technician. It is also obvious that standing in front of a class of students giving a theory science lesson, is a teacher s job. However, there are many grey areas in between those two extremes where staff are sometimes not sure whose job it is to tackle a particular task. Technicians are sometimes asked to do tasks that they may not consider to be a part of their Developing the role of school support staff, The Consultation, 2002, DfES, ref: DfES/075/2002, PPD6/002/53. 6

11 jobs. In some establishments, technicians are responsible for the departmental photocopying, issuing and checking textbooks etc. CLEAPSS believes that technicians work should be of a technical nature and technicians should not be used as general science department helpers. They should provide technical support for the teaching of practical science. In some schools and colleges, technicians are asked to help in practical classes and/or with demonstrations. Many technicians view this as a rewarding part of their jobs and are quite happy for this to continue, while others do not see it as part of their role in the establishment. Many schools in the future will, however, want to develop this role for their technicians. If schools would like their technicians to help in the laboratory and/or perform non-technical tasks, then they must carefully consider the number of extra technician hours that will be required due to the increased workload. They must also consider the issue of technicians pay. As a useful rule of thumb in assessing a grey-area task, one should ask the question: Is this something that other departments without technicians have to do?. If the answer is yes, then strictly speaking it should not be the task of a technician. If it is thought that it should be, then every department in the school would have a case for technician support. The exception to this rule of thumb is that of ordering, stock control and financial requirements, where the most senior technician usually has responsibility for these. The science department is different in this respect to other non-practical departments because it has a large and constant need for equipment and materials to be checked and replenished. Some other practically-based departments in schools (eg, technology, art) may have similar requirements, but these can be less than for science and those departments often also have technicians to help deliver the practical aspects of their curriculum. In many schools it has become established practice that the science department technicians should carry out non-technical activities. This practice does not necessarily have to be discontinued, but the department should be aware that the extra duties carried out by the technicians are essentially goodwill gestures and that such duties should have low priority. CLEAPSS recommendation Technicians first priorities should be to arrange for the provision and clearing of practicals and the health & safety of the technician service. Any extra tasks of a non-technical nature should only be carried out if there is sufficient additional technician time available. They should not be carried out if to do so would have an adverse effect on the ability of technicians to provide efficient, healthy and safe support for practical science classes. 2.3 Technician activities Many of the science technician activities below require specialist knowledge (including health & safety) and some demand a considerable amount of time. As well as increasing the efficiency of the science department, some of the activities can create significant financial savings. Technicians also contribute to students education by saving teachers time so that the teachers can concentrate on the delivery of the curriculum. If a department has no science technicians, or if technician provision is inadequate, some essential tasks will not be carried out and others receive only minimal attention. This could cause serious health & safety risks and could adversely affect the quality and range of practicals offered to students. 7

12 Those activities carried out regularly by most technicians Making up solutions This could involve making bulk quantities of stock solutions, multiple sets of many different solutions (which can sometimes take a technician more than half a day for one practical lesson), diluting concentrated solutions and making accurately-known concentrations. All these require skill, expertise and a detailed knowledge of health & safety. Assembling apparatus This can range from setting up, for example, simple springs and masses in a stand, boss and clamp, to setting up more complicated demonstrations, (eg, discharge tubes) or chemistry steam distillation equipment. These need expertise and knowledge and may require the technicians to organise their work in conjunction with the availability of laboratories. Assembling apparatus may require a considerable amount of time and the full attention of a technician if mistakes or accidents are to be avoided. Delivering equipment to rooms This may involve moving large trays or trolleys of equipment and materials and often requires multiple journeys to and from laboratories. It requires technicians to organise their work so that the movement of equipment can take place during times when corridors etc are not filled with students and staff. It also requires that manual handling risk assessments are carried out. The delivery of equipment to rooms may take place several times a day and involve several different laboratories, often on more than one floor of the building and sometimes across playgrounds to other buildings. Collecting, checking and returning equipment to stores If technicians are not able to perform this task, then materials and equipment may deteriorate and could lead to poor-quality and unsuccessful practicals. Frequent manual handling risk assessments are also required. Disposing of waste materials This will involve knowledge of local requirements, checking regulations & guidelines and for arranging that special waste is packaged and collected. It may also require waste to be treated before disposal. Taking care of laboratory equipment and apparatus Technicians need to keep equipment and apparatus in good repair so that when it is used, it is safe and works well in practical lessons. Equipment needs to be properly organised and stored safely and efficiently. The consequence of this not being done properly is the deterioration of the equipment, which soon falls into a bad state of repair, and students could be turned off science by ineffective practicals. Technicians need to monitor the use of resources and plan ahead so that the correct materials for the department are available in the correct place for practical classes to function efficiently. Such resources may also include paper and electronic items, for which technicians can play a key role in their organisation, cataloguing and distribution. Systems may need to be set up involving colour coding and storage of resources, the preparation of databases and spreadsheets, etc. Carrying out and arranging for maintenance and repair of equipment Technicians can spend a significant amount of time repairing equipment. This will save the department money. Where equipment needs to be sent away for repair, the technicians will obtain estimates and arrange for economic repairs to be carried out. 8

13 Stocktaking chemicals and/or equipment A chemicals stocklist is particularly important so that chemicals which are no longer used can be disposed of and those in use are available in appropriate quantities. Schools can have several hundred different chemicals and keeping up-to-date stocklists may involve using ICT to set up databases which could take a considerable amount of time and expertise. The same can apply to the wide variety of equipment and materials kept by science departments. Obtaining materials by local purchase Some materials need to be obtained fresh and some may not be available from the usual education suppliers. These need to be obtained locally by the technicians. Depending on a schools location, obtaining materials by local purchase may require a significant amount of technician time, but may enhance the learning of students by enabling them to have fresh materials for experiments. Placing orders and checking deliveries or invoices Some of this may be routine. Some orders, however, may involve technicians in detailed research, often using ICT and testing of equipment, in order to obtain the most suitable and economic resources for the department. Those activities carried out often by many technicians Constructing and modifying apparatus Technicians may sometimes modify apparatus or an experiment so that it works better or more safely. For experiments that appear in scientific journals or that teachers dream up, a piece of manufactured equipment is often unavailable or very expensive. In these circumstances, technicians often obtain materials and construct, test & modify equipment. Technicians may also construct equipment that is available commercially, but at a fraction of the normal cost and hence save the department money. General laboratory cleaning Technicians keep laboratories tidy and clean work surfaces to remove any chemical or biological contamination, in accordance with health & safety requirements. They clean and tidy away used equipment and wash awkward-shaped equipment by hand. Cleaning some equipment may involve using dishwasher machines. Cleaning laboratory sinks Technicians clean laboratory sinks, not only as part of keeping the laboratories clean and tidy, but also to remove any contamination and hazardous materials that could present a health & safety risk. They may be required to empty sink traps or supervise plumbers to do so, because of any chemicals that the traps may contain. Caring for plants and/or animals Schools can have large and varied live plant and/or animal collections that need to be cared for. This requires a significant amount of technician time. Trialing practical activities From time to time, science departments change the courses that they offer. New courses often contain different and/or unfamiliar practicals. Technicians often trial such experiments, modify them if necessary and advise teachers of their conclusions. This can save teachers time and enable them to be fully prepared for a lesson. Trialing may involve technicians checking whether a wide variety of reactions will work satisfactorily if the concentrations of the reagents are reduced. Using more dilute solutions and smaller quantities is important for health & safety when using hazardous chemicals and will therefore contribute to improved health & safety conditions for staff and students. It will also save the department money. This task is, however, very time consuming. 9

14 Assessing risks for technician activities Almost all technician activities require a risk assessment to be consulted. Technicians need to be aware of the model risk assessments that are available and to be able to obtain special risk assessments where no model ones are available. Because of technicians expertise in health & safety, they are often called upon, by science teachers and other departments in the school, to help with assessing risks that may not be connected to their normal technician duties. Photocopying Many science technicians are asked to do photocopying. Some do all the department s photocopying (see section 2.2). Where this is the case, it can have a considerable saving on teachers time but may affect the delivery of technical support to the department. In a school, there is often a system to help provide photocopying facilities to individual departments. Where this exits, the science teaching staff should also use it. Setting up AVA equipment In some schools, science technicians may be required to do this and in others not (see section 2.2). Checking textbooks This may involve issuing, retrieving, checking and storing textbooks. This may be seen as a grey-area task (see section 2.2). Repairing textbooks The useful life of books is prolonged where technicians repair them, which in turn will save the department money. However, technicians occupied in this way will not be available to support practical activities in science. Providing technical assistance to trainee teachers Experienced technicians can spend a lot of time helping student teachers so that they have positive first experiences of teaching practical science. (See also section 2.4) Providing technical assistance to newly-qualified teachers (NQTs) As with student teachers, NQTs can greatly benefit from the technicians experience and expertise, which can contribute to NQTs starting their science teaching with confidence. (See also section 2.4.) Providing technical assistance to teachers Where teachers work outside their subject specialisms or with unfamiliar equipment and/or techniques, the technicians can provide important technical and health & safety advice, even to experienced teachers. Providing technical assistance to students/pupils In some schools this role is increasing. Technicians can be invaluable, especially where students are carrying out individual investigations or projects. The assistance may take place informally outside the prep room, or in laboratories where technicians may be required to help in practical classes, assisting or advising students and staff on the practical aspects of the curriculum (see section 2.2). This should not be confused with the role of a classroom assistant; a technician provides invaluable technical support. In this way, technicians can provide help to the teacher in organising stimulating and exciting practicals. 0

15 Those activities carried out by some technicians Keeping financial records This is usually performed by the most senior technician, but may be done by others. It can involve the monitoring and control of the science department budget, keeping records in accordance with the bursar s / finance department s / LA s financial regulations and in liaison with those departments, often using ICT. Carrying out demonstrations Technicians expertise may be used to demonstrate how to use equipment or how to perform a particular technique. Assisting with field trips Technicians can be useful here not only as additional adults, but also in providing their specialist knowledge of the subject. Radiation protection supervisor (RPS) Some technicians have this responsibility for understanding and implementing the Ionising Radiations Regulations 999 or Ionisation Regulations (Northern Ireland) Checking laboratory services and equipment This may include fume cupboards and/or electrical safety checks that, if carried out by technicians, will save the department money. It will, however, require a considerable amount of time because of the large numbers of electrical equipment in a science department. Other equipment that technicians check includes first-aid kits, pressure vessels, eye protection and Bunsen burner tubing, etc. Setting up IT equipment This will usually involve datalogging equipment. Technicians are often more familiar with datalogging hardware and software than the teachers, so their advice can be very important. Recording off-air Many technicians record, catalogue and store video and audio programmes. These are important resources for the department. Laminating, collating and binding This is a grey-area task (see section 2.2). Where technicians perform this task, it will help save teachers time but at the expense of the technical support that a technician can more usefully provide. Technician activities outside the science department In addition, some technicians have the following duties outside the science department. Although valuable to the school as a whole, these may have serious consequences for the quality of the technical support provided in science. Whole-school health & safety support. Science department risk assessment. Whole-school risk assessment. Work in DT departments. Mid-day supervision. Whole-school electrical testing. Whole-school AVA technician. Whole-school first-aid provision. School photographer.

16 Whole-school fire-extinguisher checks. Gardening. Enrolling. Examination invigilation. Extra-curricular activities Some science technicians also take part in the following extra-curricular activities. It would be expected that these will take place in the technician s own free time (or extra hours are made available), so that these activities do not have an adverse effect on their ability to provide a high-quality technical support service to the science department. Music / drama productions. Sponsored events. Science clubs. Activities weeks. Open days / evenings. Sports. Trips / visits. Presentation evenings. 2.4 Promoting what technicians do Technicians, heads of sciences, science teachers, science advisers and inspectors can all promote the importance of technicians to those who may not appreciate the extent of most technicians jobs. This could be achieved by circulating a paper to all school staff, (photocopied sections of this guide could be used), stating the roles and the importance of the science technicians to the success of the science department and other areas of the school to which they contribute. Alternatively, the role of technicians could be discussed at a staff meeting at the beginning of the year, at which technicians could (themselves) tell school staff how they contribute to the school community. CLEAPSS has learned of one school in which NQTs and trainee teachers shadow a science technician as part of their induction. This not only gives the new and trainee teachers an appreciation of what technicians do, but also provides the new staff with some training in good practice and techniques and gives them an awareness of departmental procedures. Technicians can promote themselves by using staff rooms and talking to non-science staff about their jobs. CLEAPSS recommendation School staff, senior managers and employers should be made aware of the varied and complex roles of technicians and how they contribute to the success of a school. Technicians should be invited to staff functions and should attend science department and whole-school staff meetings so that they can actively contribute to decision-making processes, and be seen by the whole staff to do so. 2

17 3. How many technicians are needed in a science department? 3. Historical recommendations Over the last fifteen years or so, there have been a number of formulae suggested for calculating the optimum technician provision. Pre-Ofsted HMI suggested that there was serious under-provision if there was less than one technician per three laboratories. In the nowabolished Inner London Education Authority, in the 970s and early 980s, it was suggested that one technician per two laboratories should be used in calculating technician provision. In 990, the ASE suggested linking the number of periods of science per week, or the total hours of science taught per week, to the number of technician hours required per week. It suggested that: technician hours per week = total science teaching hours The figure of 0.85 is known as the service factor. This figure was recommended by the ASE to ensure adequate technical support for the science curriculum. The ASE also stated the quality of the technician support that could be expected for different service factors, as in Table. Table Quality of technician support for different service factors Service factor Quality of technician support 0.85 This is the recommended allocation of technician support to science teaching for a compact suite of laboratories with adjoining preparation and storage space. All functions are feasible, including access to training and the development of opportunities to meet a school s changing needs At this level of allocation, provision of the full range of functions will depend upon recruiting well-qualified and experienced technicians. Where the full range is possible there will be a need to prioritise functions and decide on the emphasis of support required. It may still be possible to achieve a balance between resource-related, design & development and direct support activities It will not be possible to deliver all functions adequately and a restricted range of priorities will need to be identified. Efficient management of resources and administration are likely to be affected and activities related to the design & development of practical programmes and direct support will be in jeopardy. Functions possible may well depend on the skills and experience available and a policy for training will be essential if an effective service is to be maintained Functions will be markedly reduced and in most cases no more than simple, immediate, maintenance and control will be possible. In the long term, efficiency in these will be impaired. The availability and range of resources will become restricted and the development of effective practical programmes is likely to be impaired. A supervisory structure for the less experienced may have to be provided from elsewhere. Regular training will be essential but difficult to provide. The quality of technician support represented in Table is based on the assumption that technician hours are calculated for a 52 week year and not on a term-time only basis. 3.2 Current levels of technician provision From Table it can be seen that a service factor of 0.85 has been recommended to provide adequate technician support. However, in the Royal Society / ASE survey 2, it was found that, amongst the schools surveyed, almost all were operating with a service factor below 0.7; see Table 2. 2 Technical Support for School Science, ASE, 990, ISBN Survey of science technicians in schools and colleges, RS / ASE, July 200, ISBN

18 Table 2 Summary of service factors from RS / ASE survey Types of establishments Service factor Comments Average of all schools 0.5 Average of comprehensive schools 0.45 Average of VI-form colleges 0.6 Average of FE colleges 0.7 A significant number of schools were operating with a service factor around 0.35, with some below that figure. A few colleges were operating with service factors above 0.8. CLEAPSS carried out a smaller survey, the results of which were very similar to the RS / ASE one. In addition, CLEAPSS discovered that amongst the middle schools surveyed (of those with technicians) the average service factor was 0.4, with many significantly lower. Some middle schools and some independent prep schools had no technical support, even though they taught practical science. In some others, technicians were employed to work throughout the whole school and could not estimate the amount of time that they spent on science activities per week. 3.3 Problems with current levels It is clear that very few establishments have attained the recommended service factor of Almost all establishments seem to have been operating with technician levels below that which has been suggested as adequate to support the science curriculum. Many schools have not used any of the suggested formulae to calculate their technician provision but have instead used the historical situation in their establishments and some have used only financial considerations in order to save on the staffing budget. In schools where practical science is taught and which have no technical support, (particularly the case in some middle and prep schools), an extra burden is placed on already busy teachers. The Royal Society and ASE 2 have recognised that the previously-recommended service factor of 0.85 may have been a little high (see section 3.4). Even so, they have stated that up to 4,000 additional science technicians need to be recruited in order to support school science departments. They have also stated that schools have inadequate technician hours by up to 40%. The report of the House of Commons Science and Technology Committee 3 also states: schools need to employ an additional 4,000 technicians if science departments are to be properly supported.. The shortage of technician hours has also been identified in some Ofsted inspection reports. What some Ofsted reports have stated The amount of technical support is insufficient to service high levels of practical work and also to ensure that all health & safety measures are in place. Technical support is excellent, though inadequate to support the extensive range of practical work carried out by the department. This shortage of science technicians, if it is allowed to continue, will have severe consequences for the quality of science education offered to students and will seriously affect technicians working conditions and job satisfaction. 2 3 Survey of science technicians in schools and colleges, RS / ASE, July 200, ISBN Supporting success: Science technicians in schools and colleges, RS / ASE, January 2002, ISBN Science Education from 4 to 9, Third Report of Session , Volume, Report and Proceedings of the Committee, The Stationery Office, ISBN

19 3.4 How to calculate the number of technicians needed In reality it is clear that a service factor of 0.85 has very rarely been attained. Many schools had a lower figure but indicated that they were operating adequately. Recently the ASE has reviewed its position on service factors and now states that a factor of 0.65 is the minimum necessary to provide adequate technical support in a science department. However, this is a crude measure, not least because the management and deployment of technicians within a school or college is as important as the number of technicians and these factors can vary considerably. How to calculate for individual establishments One way to calculate service factors is to consider the different circumstances in schools and colleges, and so arrive at a more appropriate estimate of an establishments technician requirements. If the ASE figure of 0.65 is taken as the minimum required by any science department, then Tables 3 & 4 can be used to analyse the requirements of individual establishments. The figure calculated will help to establish whether a higher service factor is needed. Individual establishments may need to consider some of the tasks in Table 3 and adjust the weighting points depending on the extent to which some of the tasks are required by science departments and the amount of time spent on the task. Supporting success: Science technicians in schools and colleges, RS / ASE, January 2002, ISBN

20 Table 3 Points plan for calculating the service factor required for science departments Science provision in a school or college Amount of post-6 work as a percentage of all science taught : 80-00% 50-79% 20-49% 5-9% Points The science department is on a split site and/or has widely-dispersed science accommodation 5 There is a lack of adequate prep room and/or storage space 2 5 There is no dishwashing machine 5 The following special resources are to be cared for 3 : Animals Greenhouse pond environmental area Level of technical support provided Points Individual sets of equipment and chemicals are prepared and delivered by the technicians Technicians prepare stock equipment and solutions for students to help themselves Students help themselves and put away a large proportion of their own equipment The total amount per week that technicians are required to help in labs more than 2 hours during lessons and/or with individuals or groups of students: -2 hours up to hour Technicians are required to repair and maintain equipment 2 Technicians clean laboratories and equipment regularly 2 Technicians are required to design and construct equipment 2 Technicians are required to carry out tests on: Portable appliances in science Portable appliances in other areas of school 2 2 Technicians write and update departments risk assessments for technician activities Technicians are required regularly to set up: Demonstrations Computers Dataloggers Technicians are required regularly to set up circuses of experiments The weighting points from Table 3 can be added together to obtain a total. The higher the total, the higher the service factor will need to be. 2 3 The weighting points may need to be adjusted with small class sizes which may reduce the workload. (In this case, individual establishments would need to decide if the workload is reduced significantly.) DCSF, Building Bulletin 80, Science Accommodation in Secondary Schools, 999, guidance suggests that the amount of space required for preparation rooms and storage should be m 2 of floor space for each science pupil space. Eg, for a suite of six laboratories each holding 30 pupils, the preparation / storage area should be 6 x 30 x ( ) m 2, ie, m 2, the size of another laboratory. Individual establishments would need to decide the weighting points depending on the size of these tasks, considering the fact that caring for large plant & animal collections, ponds and environmental areas can be very time consuming. 6

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